| 1. Reliability and Validity of an Interprofessional Competency Assessment Scale for Undergraduates (ICASU) in Staged Evaluation of an Interprofessional Education Program for Healthcare |
Page:1—13 |
| 2. History of Japanese and Western Medical Professionalism Developed in the Context of Social Structure |
Page:15—28 |
| 3. Teaching the Fundamentals of Medical Professionalism |
Page:35—44 |
| 4. To Promote a Learner's Self-Awareness for Being a Medical Doctor as a Profession |
Page:45—48 |
| 5. An Overview of Admission into Medical School in New Zealand |
Page:67—72 |
| 6. Foreword |
Page:198—199 |
| 7. 1-1 COVID-19 and Medical Education - Measures Taken in the UK and the US |
Page:200—205 |
| 8. 1-2 COVID-19 and Medical Education - Notifications from MEXT and MHLW |
Page:206—210 |
| 9. 2 Inter-College Collaborative Tools Applied to Medical Education at the COVID-19 Pandemic |
Page:212—213 |
| 10. 3-1 An Attempt to Share Information on Teaching Resources through a Mailing List |
Page:214—215 |
| 11. 3-2 Alternative Contents for Clinical Clerkship, and Pre- and Post-CC OSCE: A Proposal from Kawakita Group |
Page:216—218 |
| 12. 4-1 Effects of Online Meetings between the Dean and Students on Clerkship at the University of Tsukuba, College of Medicine |
Page:219—221 |
| 13. 4-2 A New Style of Medical Education under the COVID-19 Pandemic |
Page:222—223 |
| 14. 4-3 Actions Taken by the University of Tokyo in Response to the COVID-19 Pandemic and the Future Direction of Medical Education |
Page:224—225 |
| 15. 4-4 Report on the Struggle to Keep Medical Education Running under the COVID-19 Pandemic at Kyoto University |
Page:226—227 |
| 16. 4-5 On-demand Lecture System Experimented at Kagawa University |
Page:228—230 |
| 17. 4-6 Online Medical Education under COVID-19 at Niigata University |
Page:231—233 |
| 18. 4-7 Perspective in the Midst of the Coronavirus Crisis - "Too Much Is as Bad as Too Little" |
Page:234—235 |
| 19. 5-1 Development of a Moodle-Based Distance Learning Environment to Connect Jichi Medical University with Forty-Seven Prefectures |
Page:236—237 |
| 20. 5-2 Education Strategy Utilizing ICT at Kansai Medical University Facing Novel Coronavirus Outbreak |
Page:238—239 |
| 21. 5-3 Simultaneous and Interactive Distance Learning Experimented at Hiroshima University School of Medicine |
Page:240—241 |
| 22. 5-4 Development of a Web-based, On-demand Education System at Shimane University Faculty of Medicine |
Page:242—243 |
| 23. 5-5 Development and Operation of a New Online Education System (F.MOCE) at the University of Fukui Faculty of Medical Sciences, under the COVID-19 Pandemic |
Page:244—246 |
| 24. 6-1 Communication Training with Simulated Patients Using a Video Conference System |
Page:248—249 |
| 25. 6-2 Anatomy Practice in Hiroshima University under the COVID-19 Pandemic |
Page:250—251 |
| 26. 6-3 Report on Practice of Online Clinical Clerkship - How to Minimize the Time and Labor of Tutors and Faculty Members |
Page:252—254 |
| 27. 7-1 How Online Classes were Introduced to the Medical School Campus of a Regional University |
Page:255—257 |
| 28. 7-2 Initial Experience of Online Problem-based Learning Tutorial at the University of Tsukuba |
Page:258—259 |
| 29. 7-3 Active Learning for Online Medical School Courses |
Page:260—262 |
| 30. 7-4 Starting Online Education at Teikyo University School of Medicine |
Page:263—263 |
| 31. 7-5 A Virtual Freshman Camp Using a Video Conference System |
Page:264—265 |
| 32. 7-6 Is Learning in Classroom Superior to Learning On-demand ? |
Page:266—267 |
| 33. 7-7 Active Learning of Social Determinants of Health (SDH) for Students Watching an On-demand Lecture at Home |
Page:268—269 |
| 34. 7-8 Online Lectures at Nagoya City University Medical School |
Page:270—271 |
| 35. 7-9 A Webinar for Medical Students in the "Chiiki-waku (regional quota)" System at Nagoya University |
Page:272—273 |
| 36. 7-10 "Implementation and Significance of Self-reflective Report Assigned to Medical Students on ‘What We Should Do during the COVID-19 Pandemic'" |
Page:274—275 |
| 37. 7-11 Online Problem-based Learning Combining Synchronous and Asynchronous Communication |
Page:276—278 |
| 38. 7-12 Teaching Professionalism and Behavioral Science by Using Online Tools under the COVID-19 Pandemic |
Page:279—281 |
| 39. 8-1 Approaches to Online Clinical Clerkship at the University of Tsukuba, the Department of Gastroenterology under the COVID-19 Outbreak |
Page:282—283 |
| 40. 8-2 An Online Program on Social Determinants of Health Attempted as an Alternative to Community Medicine Practicum under the Self-Restraint due to the COVID-19 Pandemic |
Page:284—285 |
| 41. 8-3 Approaches to Online Clinical Clerkship at Chiba University Hospital, Department of General Medicine |
Page:286—287 |
| 42. 8-4 Creating an Online Learning System for the Course of Clinical Clerkship in Breast and Endocrine Surgery |
Page:288—289 |
| 43. 8-5 Web-based Clinical Clerkship in Community Hospitals Designed for "Chiiki-waku (Regional Quota)" Medical Students at Nagoya University - Including Web-based Pre-workshops |
Page:290—291 |
| 44. 8-6 Clinical Clerkship in the Era of the COVID-19 Pandemic |
Page:292—293 |
| 45. 8-7 Online Clinical for 5th-year Medical Students Using Zoom |
Page:294—295 |
| 46. 8-8 Alternative Clinical Clerkship in Remote Islands under the Travel Restriction |
Page:296—297 |
| 47. 8-9 Online Clinical Clerkship under the Pandemic: A Case of Department of Community-based Family Medicine, Tottori University Faculty of Medicine |
Page:298—300 |
| 48. 9-1 How to Get Students Connected Online: Team Building for Freshmen by Producing an Online Profile-Booklet |
Page:301—301 |
| 49. 9-2 Development of a New Support System for Freshmen through LINE as a Communication Tool, under COVID-19 |
Page:302—303 |
| 50. 9-3 Distance Mentorship for Retaining Medical Students |
Page:304—305 |
| 51. 9-4 Education Given at Jichi Medical University's Dormitory during the COVID-19 Pandemic: Strategies and Challenges in a Boarding Medical College |
Page:306—307 |
| 52. 9-5 Emergency Financial and Mental Support for Students under the Novel Coronavirus Pandemic |
Page:308—308 |
| 53. 9-6 Consideration for Vulnerable Learners in the Development of Online Education |
Page:309—311 |
| 54. 10-1 Check sheets, e-learning, Homemade Protective Gear, Mental Health Service: Initiatives in a University Hospital Residency Program |
Page:312—313 |
| 55. 10-2 Influence of COVID-19 with Receiving Community Medical Trainees at Hakodate Ryohoku Hospital |
Page:314—314 |
| 56. 10-3 New Challenges in Medical Education - Innovations to Cope with the Coronavirus Crisis |
Page:315—315 |
| 57. 10-4 How to Protect Residents against the Threat of COVID-19 |
Page:316—317 |
| 58. 10-5 Report on a Job-hunting Event for Medical Students - Career Support and Education under the State of Emergency Declared over COVID-19 |
Page:318—319 |
| 59. 10-6 Resident Training under the COVID-19 Pandemic |
Page:320—322 |
| 60. 10-7 Online Orientation and Work from Home in the Situation of COVID-19 |
Page:323—323 |
| 61. 10-8 Management of the Post-graduate Program under the COVID-19 Pandemic |
Page:324—325 |
| 62. 10-9 Reflection on Receiving Trainees in a Community Hospital under the COVID-19 Pandemic: Importance of Medical Education |
Page:326—327 |
| 63. 10-10 The Effects of the COVID-19 Nosocomial Infection on Clinical Education and Training |
Page:328—330 |
| 64. 10-11 Having Residents under the COVID-19 Pandemic - Experiences in the Spring of 2020 |
Page:331—333 |
| 65. 11 Developing a Youtube Video to Disseminate "Easy Japanese" to Be Used for COVID-19 Testing |
Page:334—335 |
| 66. 12-1 "Faculty Development to Promote Media Practicum during the Suspension Period of Clinical Clerkship-ICT Support, Giving Curricular Examples and Individual Consultation" |
Page:336—337 |
| 67. 12-2 Conference on Educational Cases by Using Zoom: Online Faculty Development |
Page:338—340 |
| 68. 12-3 Workshop on Clinical Education for Residents through Zoom |
Page:341—341 |
| 69. 12-4 Designing Seminars and Workshops on Medical Education Using an Online System |
Page:342—343 |
| 70. 13-1 Online Interprofessional Education Program in the Master Course of Health Professions Education |
Page:344—347 |
| 71. 13-2 The Current State of Distance Education in Overseas Graduate Schools and What We Can Learn from It |
Page:348—349 |
| 72. 13-3 Distance Learning under the Coronavirus Pandemic: Enrolling for the Master of Health Professional Education at Maastricht University, the Netherlands |
Page:350—350 |
| 73. 13-4 New Subjects to Be Revisited in the Era of Post-COVID-19: from the Practice of Delivering the Master Course of Health Professions Education |
Page:351—353 |
| 74. 14 Proposal for Future Conferences of the Japan Society for Medical Education Based on the Experiences of MAJ Online MOOT 2020 |
Page:354—355 |
| 75. 15-1 Impact of Novel Coronavirus Disease 2019 (COVID-19) on Hospital Training and Job Search: Perspective and a New Approach from a Medical Student |
Page:356—357 |
| 76. 15-2 Student Engagement in Education under the Coronavirus Crisis -Rethinking the Assumptions for Education |
Page:358—359 |
| 77. 15-3 Medical Education that Incorporates Student Voices into the Measures against COVID-19 |
Page:360—364 |
| 78. 16-1 Difficulty of Decision-making for COVID-19 |
Page:365—365 |
| 79. 16-2 "Infectious Diseases Education in Japan:Personal Peflection on the Educational Impact in the last 15 Years and the Areas for Improvement for the next 10 years" |
Page:366—367 |
| 80. 16-3 Education of Emergency Medicine and Teachers' Role in the Era of COVID-19 |
Page:368—369 |
| 81. 16-4 Changes on Medical Education Caused by the COVID-19 Pandemic and Use of 5G |
Page:370—371 |
| 82. 16-5 Ideal Medical and Dental Education to be Pursued in the Post-COVID Era, Elucidated through the Response to the COVID-19 Pandemic |
Page:372—374 |
| 83. 16-6 Recommendation for the Autumn Entrance from the Faculty of Medicine |
Page:375—375 |
| 84. The Psychosocial Process of Overcoming Difficulties in Dental Trainees |
Page:109—121 |
| 85. Assessing the Educational Needs of Employees in a Psychiatric Hospital |
Page:123—126 |
| 86. Social Medicine Training in Fukushima Medical University "Family Health Practice Tutorial" - Present State and Tasks |
Page:127—132 |
| 87. Incorporating Flipped Classroom and Peer-Assisted Learning for Improving Students' Physical Examination Skills |
Page:133—137 |
| 88. Development of Therapeutic Self |
Page:145—148 |
| 89. A Case Report on Using a Board Game in Undergraduate Patient Safety Education to Enable Communication Error Experiences |
Page:585—589 |
| 90. Educational Problem-solving Conference as Work-based Faculty Development |
Page:591—595 |
| 91. Practice of Significant Event Analysis as a Vehicle of Remediation for Learners with Recognized Misconducts |
Page:596—599 |
| 92. Practice of Significant Event Analysis for Junior Residents at Kin-ikyo Chuo Hospital |
Page:600—602 |
| 93. An Education Survey on "What is Medicine" -through the Perspective of Yonezo Nakagawa |
Page:379—388 |
| 94. Literature Search Skills of Japanese Medical Students in Clinical Clerkship - the Current Status and Effects of Brief Guidance |
Page:389—399 |
| 95. A Checklist for Healthcare Students and Professionals on How to Use Social Media |
Page:401—404 |
| 96. Resident Mentoring System - How It Is Working and Its Evaluation by Mentees |
Page:405—410 |
| 97. Simulation-based Education on Ward-cover Night Shifts |
Page:411—416 |
| 98. Career Education Using a Game to Experience a Turning Point |
Page:417—421 |
| 99. Emphasis of Liberal Art Education on Not to Transform Plasticity-brain to Medicine-specific Brain |
Page:423—426 |
| 100. Appreciative Inquiry at Chiba University School of Medicine |
Page:433—437 |
| 101. Appreciative Inquiry at Kanazawa University School of Medicine |
Page:438—444 |
| 102. A Proposal for Educational Curriculum on Conflicts of Interest from Undergraduate through Postgraduate and Continuing Health Professions Education |
Page:445—449 |
| 103. How Medical Education is Missing the Bull's-eye |
Page:457—458 |
| 104. English Chatting Group; One Suggestion for Relieving Psychological Distress |
Page:459—460 |
| 105. Foreword Medical Education's Roles in Promoting the Awareness of Structural Determinants of Health |
Page:637—638 |
| 106. Expectation in Development of Healthcare Professionals in Multicultural Society |
Page:639—642 |
| 107. Expectations and Proposals from the Healthcare Interpreter's Perspective |
Page:643—649 |
| 108. Cross-Cultural Medical Education with Medical Interpreters |
Page:650—654 |
| 109. "Easy Japanese" for Everyone: Another Way to Enhance Communication Skills for Promoting Partnerships with Patients Including Those from Overseas |
Page:655—662 |
| 110. Medical Education Aiming at Multicultural Coexistence: A Trial of Global Health Classes at International University of Health and Welfare School of Medicine |
Page:663—668 |
| 111. The Concept of Community-based Inclusive Development (CBID) and its Application for Human Resource Development of Inclusive Society and Education of SDH |
Page:669—677 |
| 112. Ethnography Education to Cultivate Medical Students' Perspectives and Methods for Understanding Others |
Page:678—684 |
| 113. A Case Report on First-Year Experience Using Escape Rooms with Simulation |
Page:685—689 |
| 114. Student Engagement, Examining the Premise of Our Education-A "Student-Faculty Meeting" Trial |
Page:691—695 |
